由教科書內容、學生特質及課堂活動探討我國八年級學生在TIMSS 2003中理化部分之學習表現

Effects of Textbook, Characteristics and Learning Activities on Taiwanese 8th Grade Students’Science Achievement

陳乃綺(Nai-chi Chen)

指導教授 ： 洪志明

國立臺灣師範大學/理學院/化學系/碩士(2007年)

摘要

本研究以我國5379名八年級學生在TIMSS 2003的測驗結果，分析影響我國學生的理化學習表現之因素。首先從學生在非選擇題的作答情形著手，逐題探討教科書內容及文獻中的迷思概念對其的影響；接著使用Pearson相關分析學生特質與試題答題情形之相關；再以t考驗和單因子變異數分析法，探討學生在不同認知領域的表現，以及課堂活動、性別對於學生在不同類型試題和不同認知領域的表現之影響。研究結果如下：1. 學生作答非選擇題時存有的錯誤概念與文獻中的迷思概念相符。2. 我國學生對「密度」和「平面鏡成像」的理解力不佳。3. 學生對於學習理化的價值觀會影響非選擇題的作答情形。4. 課堂上進行的理化活動會影響學生在不同類型試題的成就表現。5. 我國學生的推理分析能力較差，但不排斥需運用到推理分析能力的題目。6. 課堂上進行的理化活動會影響學生在不同認知領域的成就表現。7. 男女學生在不同類型試題的表現無顯著差異，但男生在非選擇題中空白的情況較多。

關鍵字

TIMSS 2003 ； 學習成就 ； 課堂活動 ； 性別 ； 教科書

並列摘要

The purpose of this study was to investigate the factors which affect 5379 Taiwanese 8th graders’ science achievement by using the results of Trends in Mathematics and Science Study 2003 (TIMSS 2003). The study first examined if students’ responses to construct-response items were affected by the content of textbooks and the misconceptions found in literatures. The relationships between students’ characteristics and achievements in construct-response items and multiple choice items were tested using Pearson’s r. Then, t test and ANOVA were used to compare students’ achievement in different cognitive domains, and the effects of learning activities and gender on students’ achievement in different types of items and cognitive domains were tested as well. This study discovered that some of Taiwanese students responded to constructed-response items with misconceptions found in literatures, and they didn’t understand the conceptions of “density” and “images in plane mirrors” well. Students’ value attributed to science can also affect their performance in constructed-response items. Students’ achievement in different types of items and cognitive domains were found to be affected by learning activities in science lessons. Although Taiwanese students were not good at reasoning and analysis, but they were willing to try items of this kind. Boys and girls’ achievement in multiple choice items and constructed-response items were not significant, but boys left constructed response items blank more frequently than girls did.

參考文獻

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